Arizona has been wonderfully progressive in integrating technology into their curriculum. Here are their standards for edtech for the K-6 grade levels.
This brief article is an early work by Dr. Ian Bogost related to what he would later refer to as "procedural rhetoric." In this piece Dr. Bogost draws parallels between various processes essential to being "literate" at different points in history.
With what "processes" do we need to become literate as educators in the 21st century? How can we help others become literate?
Through technology, if we can get our kids,and students to engage in a educational video game like they do with the wii, game cube and all the others we will have a better chance at reaching our kids. Most of these children can show you how to get to the highest level in games, why can't we learn how to teach our children to have the same drive in education. I think we can through technology, creating these educational games that get the kids into wanting to play them. First we ourselves need to know how to do it through technology.
This sounds a lot like learning by doing. If students can't experience battle re-enactments, or visit musuems and historical sites, or travel to parks, or act out a story, technology might afford those luxuries. Computers, iPads, even smart phones can provide virtual field trips and experiences. Students can further share these experiences through social networking. As an older generation, I feel it necessary to keep learning how today's youth are communicating so I will be able to connect with them and bridge that gap in their education.
Not a fan of Diamond, but I did like Guns, Germs, and Steel. As it relates to learning, I do agree that there is great benefit in constructing your learning. I imagine a day when we will be able to choose from a vast assortment of resources that will allow us to illustrate specific terms or concepts and from those resources we can build knowledge, sort of like a Lego model.
Modern technology is amazing! Millions of people are revolutionizing the internet. Paper books are becoming obsolete and students are texting and collaborating like never before. Group communication between students and teachers has minimized classwork and has elaborated testing for all concerned. Now tests are immediately scored and feedback is given at an astounding rate.
Inspiring and enlightening narrative about a high school teacher's experience integrating digital tools and storytelling into his classes (including lots of lessons learned!) and a "how to" guide for aspiring technology integrators.
There are a couple dozen ways to 'use' technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative?
A new survey of early childhood educators shows they think technology can play a positive role in children's learning. But they need support in order to make use of new tools in their classrooms. We are on the cusp of tremendous changes in early childhood education as technology introduces new opportunities for learning and teaching.
Technology use in classroom instruction can vary greatly from school to school. We asked the Education World Tech Team how their schools encourage -- or discourage -- staff technology use. Included: Tips for encouraging staff technology use.
Using Blogs to Integrate Technology in the Classroom As the Internet becomes an increasingly pervasive and persistent influence in people's lives, the phenomenon of the blog stands out as a fine example of the way in which the Web enables individual participation in the marketplace of ideas.
Preparing Current and Future Teachers to Teach with Technology: An Examination of School-University Collaborations by Dr. Richard Hartshorne, Kara Dawson, and Richard Ferdig
Our very own Dr. Hartshorne addresses the gap technology integration training gap between universities and school districts. He makes some great suggestions to ensure that schools and universities are on collaborating when setting classroom technology standards.
Learn how technology tools can support struggling students and those with learning disabilities to acquire background knowledge and vocabulary, improve their reading comprehension, and increase their motivation for learning.
A robust rebuttal of Prensky, Tapscott, et al's assertions that contemporary generations are more technologically proficient than their predecessors. The counter-argument is that our society has become more technological and individuals are more or less well adapted to this change. The author of this rebuttal (Pontefract) makes a case based upon logic, personal experience, and several recent research studies.
This study examines the use of computer-based technologies and new technologies of inservicec preschool teachers as well as their educational needs and their expectations in the application of new technologies